Predicting Epistemic Curiosity in Early Childhood: Roles of Family, Child Characteristics, and Temperament

Epistemic curiosity, a key driver of learning and exploration, is critical for cognitive and academic development during the preschool years. The study investigates predictors of epistemic curiosity in early childhood, focusing on child characteristics, parenting, and temperament. Participants were 347 children aged 48–77 months enrolled in preschools in Aydın, Türkiye, whose parents completed demographic forms, the Short Temperament Scale for Children, and the Epistemic Curiosity Scale for Young Children. Data were analyzed using t-tests, ANOVA, correlations, and hierarchical regression. Findings showed that age and gender did not significantly affect epistemic curiosity, while preschool attendance, sibling number, and school socioeconomic status revealed meaningful differences. Specifically, preschool experience enhanced interest-type curiosity, whereas higher sibling numbers reduced overall curiosity. Moreover, lower socioeconomic school contexts were associated with higher curiosity scores. Regression analyses demonstrated that temperament factors were stronger predictors than demographic variables. Warmth and persistence positively predicted both interest- and deprivation-type curiosity, while reactivity and rhythmicity negatively predicted curiosity. Supporting children’s curiosity in diverse contexts is crucial for fostering deeper engagement in early education. Future research could employ longitudinal and structural models to examine causal mechanisms. Furthermore, investigating curiosity dimensions separately may provide more nuanced insights for both theory and educational practice.